Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course

Cho, Moon Heum; Heron, Michele Lynn

doi:10.1080/01587919.2015.1019963

Cited by 234 publications

(210 citation statements)

References 30 publications

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“…Effective SRL strategies might be critical in DL situations given the high degree of student autonomy resulting from the instructor's physical absence. Unfortunately, not all students are self-regulated learners (Cho & Heron, 2015). Many are unmotivated and fail to use cognitive strategies, thinking skills, or do not have self-monitoring ability (Cho & Heron, 2015).…”

Section: Self-regulation In Distance Learningmentioning

confidence: 99%

“…Many experts believe that DL environments require the learner to assume greater responsibility for the learning process (Dabbagh & Kitsantas, 2005;Schunk & Zimmerman, 1998) and argue that SRL skills are essential to success in these highly autonomous learning situations (Cho & Heron, 2015;Zimmerman, 2001).…”

Section: Self-regulation In Distance Learningmentioning

confidence: 99%

“…In recent years studies have examined SRL skills in the online environment (Barnard et al, 2009;Hussein-Farraj, Barak, & Dori, 2012). However, our understanding of SRL in this environment is still in its initial stages (Barnard et al, 2009;Cho & Heron, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…However, it can lack the direct and personal supervision of the instructor, which might result in learner's sense of isolation and an accompanying lack of engagement (Barak et al, 2016). Studies on the use of advanced technologies indicated that the application of self-regulatory strategies might facilitate the use of cognitive strategies, metacognitive processing, and motivational beliefs (Cho & Heron, 2015;Kauffman, 2004).…”

Section: Introductionmentioning

confidence: 99%

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On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

Barak

Hussein-Farraj

Dori

2016

Int J Educ Technol High Educ

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This study was set to identify self-regulation skills required for online learning and to characterize cognitive transfer of on-campus and online students. The study included two groups of undergraduate students who studied the same course, but in different settings: online and on-campus. Data collected via an online survey and semi-structured interviews indicated that cognitive strategies and regulation of cognition are significant for successful online learning. Findings also indicated that the online students were more aware of mastery learning and information processing strategies than the on-campus peers. The online students specified the importance of planning, controlling, and evaluation skills for meaningful learning; whereas the on-campus students asserted lack of self-discipline and limited communication skills as barriers for distance learning. Near-and far-transfer components were identified, showing a significant positive correlation with self-regulation skills for both groups of learners.

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Section: Self-regulation In Distance Learningmentioning

confidence: 99%

Section: Self-regulation In Distance Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

Barak

Hussein-Farraj

Dori

2016

Int J Educ Technol High Educ

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“…Intrinsic motivation has been conceptualized as the most self-determined type of motivation. Researchers have examined the relationship between motivation and emotional states in online learning and showed that motivation was related to online student satisfaction with a self-paced course, while a course that minimized the control in learning provoked less satisfaction with the course among intrinsically motivated students (Cho & Heron, 2015).…”

Section: Behavioural Antecedents Of Emotionsmentioning

confidence: 99%

Emerging Evidence Regarding the Roles of Emotional, Behavioural, and Cognitive Aspects of Student Engagement in the Online Classroom

Pentaraki

Burkholder

2017

European Journal of Open, Distance and E-Learning

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There is emerging evidence that suggests emotions as a discrete factor in academic online contexts that significantly contribute to student engagement and higher order learning (Cleveland-Innes & Campbell, 2012;You, 2012, You & Kang, 2014 Zembylas, 2008;Liaw, 2008). Pekrun (2000) and Pekrun, Goetz, Frenzel, Barchfeld, and Perry (2011) developed the control-value theory of achievement emotion that not only showed that emotions represent a discrete category in student engagement, but that there are certain factors such as perceived academic control and self-regulation that function as antecedents of students' emotional reactions that affect online learning. The aim of the present paper is to review the emerging research evidence of the impact of emotions on students' engagement in order to understand the distinct role that emotions may play in online learning. The review also proposes strategies and activities that teachers can use in order to enhance students' positive engagement in online learning. The findings suggest that emotions are significant factors in students' engagement in online learning while cognitive and behavioural factors function as antecedents of emotions in online contexts. The inclusion of emotional, cognitive and behavioural strategies in online teaching can enhance students' engagement and learning experience in the online classroom. Abstract in GreeceΑναδυόμενα ερευνητικά δεδομένα μας δείχνουν ότι τα συναισθήματα αποτελούν διακριτούς παράγοντες στα ακαδημαϊκά διαδικτυακά πλαίσια και συνεισφέρουν σημαντικά στην συμμετοχή των φοιτητών στην μάθηση, στην κριτική σκέψη και στην επίλυση προβλημάτων (Cleveland-Innes & Campbell, 2012;You, 2012, You & Kang, 2014 Zembylas, 2008;Liaw, 2008). Ο Pekrun (2000) και οι Pekrun, Goetz, Frenzel, Barchfeld, και Perry (2011) ανέπτυξαν την θεωρία των συναισθημάτων που συνδέονται με την επίτευξη μαθησιακών στόχων και βασίζονται πάνω στον ατομικό έλεγχο και στην αξία που έχει η μάθηση για τον φοιτητή (control-value theory of achievement emotion) δείχνοντας ότι τα συναισθήματα δεν αποτελούν μόνο μια διακριτή κατηγορία στην συμμετοχή των φοιτητών στην μάθηση, αλλά ότι υπάρχουν συγκεκριμένοι παράγοντες, όπως η αντίληψη του να έχουν οι φοιτητές ακαδημαϊκό έλεγχο και αυτορρύθμιση, οι οποίοι προηγούνται των συναισθηματικών αντιδράσεων των φοιτητών και επηρεάζουν την διαδικτυακή μάθηση.Ο σκοπός της παρούσας εργασίας έχει στόχο την ανασκόπηση των αναδυόμενων ερευνητικών δεδομένων για την επιρροή των συναισθημάτων στην συμμετοχή των φοιτητών στην μάθηση έτσι ώστε να κατανοήσουμε τον διακριτό ρόλο που διαδραματίζουν τα συναισθήματα στην διαδικτυακή μάθηση. Η ανασκόπηση επίσης προτείνει στρατηγικές και δραστηριότητες που μπορούν οι καθηγητές να χρησιμοποιήσουν για να εμπλουτίσουν την θετική συμμετοχή των φοιτητών στην διαδικτυακή μάθηση. Τα ευρήματα δείχνουν ότι τα συναισθήματα αποτελούν σημαντικούς παράγοντες στην συμμετοχή των φοιτητών στην διαδικτυακή μάθηση ενώ γνωστικοί και συμπεριφορικοί παράγοντες προηγούνται των συναισθημάτων στα διαδικτυακά πλαίσια. Η ενσωμ...

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Analysis and Prediction of Student Emotions While Doing Programming Exercises

Tiam-Lee

Sumi

2019

Lecture Notes in Computer Science

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Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course

Cited by 234 publications

References 30 publications

On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

Emerging Evidence Regarding the Roles of Emotional, Behavioural, and Cognitive Aspects of Student Engagement in the Online Classroom

Analysis and Prediction of Student Emotions While Doing Programming Exercises

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